Drawing on the foundational theories of experiential learning, this article explores recent developments in theory and research on experiential learning and addresses how this work can enhance the professional development of museum docents. We introduce theories of adult learning and professional development that emphasize experiential learning as a way to foster workplace learning in museums. We illustrate the use of experiential learning interventions in the preparation of docents, and suggest how experiential learning can be applied to museum staff learning, including engaging docents more fully in experiential learning, introducing the use of portfolios to assess docent learning, and increasing the emphasis on helping docents develop skills to self-regulate their learning. (Contains 47 notes.)